Meeting #2 Notes
~A key to differentiation with mastery levels is formative assessment.  Results from the assessment determine one's next step.  This means more planning -you need at least A and B next steps.  Sometimes step B could be a technology such as ALEKS, Rosetta Stone, independent music practice apps, etc.  Students need to be trained in how to use the technology effectively and independently, and know what to do "if I get stuck".  Step B shouldn't always be technology.

~We all like having students creating sound of video recordings as a way to turn in an assessment.  We like the ability to "redo" that they provide verses presenting in front of class.  We like being able to re-view or re-listen on our own time to give each assesssment more focus.

~ Differentiation with technology has really helped some "quiet" students have more success in foreign language.  Or the ability to choose a technology medium to present what you know has helped students who struggle with the physical mechanics of writing.  You can get so much more from such a student when they don't have to physically write.

~How does this relate to art?  Less skill and drill.  Identify qualities of each student-support them to be high flyers.  Struggling learners-steps to grow and show improvement.  Also, adding onto assignments for those who go beyond to keep working.  Lucas plans to have students use rubrics to reflect on their progress.  Blogging could be a way for students to describe and reflect on their creative journey through a piece of art.

~"Each students take their project to the level they are able to." Krysta Mass

~Choice is a huge motivator. Buy-in.

~"Challenge doesn't mean more homework." Odile Young

~Some US teachers who have groups with Honors embedded in class with regular track students are really struggling with how to differentiate.  The perception among many is that type of Honors just means more homework.  How can we get more problem-based learning?

~How do you split your time, especially with classes that aren't great self-motivated, independent learners?  Again the time issue with differentiation.